Step by step guide to setting curricular targets for mathematics

1) Identifying areas for development These should be informed in the following ways: - through analysis of SATs and optional SATs data; Copies of excel spreadsheets for analysis of SATs can be found on the Lancashire Mathematics Website at: - work scrutiny; - teachers’ assessment information; - discussions with children. From these actions you may find that there appears to be underperformance in a significant number of mathematical concepts. The areas will need to be prioritised to provide relevant whole school foci which can be addressed through curricular target setting. 2) Identifying whole school priority areas As a school, you need to decide for how long you will focus on each target area, e.g. one curricular target per half term (6 per academic year), or one per term (3 per academic year). You may find that a combination of these may be more appropriate, depending on the length of each term. These priorities should be included in the school improvement plan. 3) Setting curricular targets Curricular targets are based on learning objectives. Once the whole school focus has been decided upon, you will need to identify appropriate age-related expectations for each year group within that area of mathematics. These should be taken from the National Numeracy Strategy Framework. 4) Differentiating targets The targets should be differentiated according to ability. For each year group there are 3 broad ability ranges. Must – All children in the class (with the exception of children with special educational needs) should achieve this target. This target is generally taken from the year group below (the Should target for the previous year). Should – This is the age appropriate target and the majority of the class should achieve this. Could – Children working above age related expectations. This target is generally taken from the teaching programme for the following year (the Should target for the year above). Children with special educational needs may work on whichever target is appropriate. This may be an IEP target.

Curricular targets should be discussed and shared with children and displayed in the classroom in child friendly language. target setting. 6) Ensuring awareness of curricular targets As a coordinator. In the following terms. it is advisable to continue some focus on past targets. Pupils become more engaged in own learning. for example by adding curricular targets to Key Objective Record Sheets. You can use up to two mental and oral sessions per week to provide focused activities on the target areas to support children’s learning. with age-appropriate expectations of pupils. staff training. discussions with pupils.lancsngfl. by being involved in discussions about progress against targets. teaching strategies. You can do this by adding boxes like the ones below to the target sheets. Intended Impact (see overall target) Teachers should be more confident in delivering O&M sessions. Procedures for Monitoring Impact Of Curricular Targets Half termly assessment of targets. These can be found at: http://www. Procedures for ensuring focus on curricular targets Teachers to plan 2 O&M sessions per week based on half-termly curricular targets. these targets can be tackled in the mental and oral starter. Targets to be displayed in classroom in child-friendly language. 8) Examples of targets The Lancashire Mathematics Team are writing layered curricular targets for each area of mathematics. intervention programmes and resourcing. . work scrutiny. Ref DfES 0518-2004G. using Key Objective Sheets to record resulting in improved results in key areas in end-of-year SATs and optional tests. with prompts and effective displays to support learning. referring to NNS framework for examples of appropriate More information on the use of curricular targets can be found in Assessment for Learning document in DfES ‘Excellence and Enjoyment – Learning and Teaching in the Primary Years’. but to a lesser extent than before. Assessment to include discussions about pupil progress against targets. Staff should identify on planning when their mental and oral session is focusing on the target area.5) Supporting children’s learning In order to ensure that there remains breadth in the curriculum. 7) Reviewing the impact of targets Targets should be reviewed with staff and children at the end of each focus period. you should ensure that everybody is clear on their role in focusing on targets. Links to homework activities. This will ensure that any gains in attainment are maintained. and planning future actions. The reviews should also inform future actions. The results of these reviews should be recorded and tracked. Halftermly assessments and end-of-year tests should show measurable progress for all pupils. sharing of good practice. including planning.

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